• Phillips & Soltis: Chapters 5 & 6
• Schunk: Chapter 6 (The Following Pages/Sections Only)
  • 228-231
  • 234 (Cont & App) – 
    • Phillips & Soltis: Chapters 5 & 6
    • Schunk: Chapter 6 (The Following Pages/Sections Only)
      • 228-231
      • 234 (Cont & App) – 240
      • 261-263
      • 265 (Instructional Applications)
      • 269 (Stop at Peer Assisted)
      •  https://youtu.be/xxn6IpAJEz8

    Commentonat least 3 Classmates’Posts (approximately  150 -300 words each)§

    – comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position

    – build on the ideas of what your classmate has written and dig deeper into the ideas

    – support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas

    – comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.

    – cite the readings in your response by using proper APA Style format and conventions.

    Reply to a Comment(approximately 150 words)

    – commentmust address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position

    – build on the ideas of what your classmatehas writtenand dig deeper intothe ideas

    – support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas

    -comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.

    -cite the readings in your response by using proper APA Style format -and conventions

    Reply to a Comment

    Hi ,

    I enjoyed reading your post this week, your reflection of the reading was enlightening. You wrote “The theories are in tandem with my own idea about learning which maintains that the environment as well as past experiences are vital in the process of acquiring knowledge. Finally, these theories have impacted greatly on the process of learning since they provide opportunity for the teachers to come up with better tools and techniques for teaching.” I agree with your statement and also strive to incorporate more strategies from this weeks reading into my daily practice. One way I want to incorporate some things I have learned from this weeks reading is by encouraging students to share about their background; and ask parents to do the same that way I can incorporate these things into my lessons and activities. I want to focus on involving them when planning lessons and assessments also, so that they take ownership in their learning! T

    Thank you again for sharing and have a great week!

    classmate 1

     

    When it comes to understanding learning, Piaget and Bruner had similar yet different views on learning. They were similar because they both believed that children are active participants in the process of learning. They also believed that learning was an active process in which learners construct new ideas or concepts based upon their current or past knowledge, and that the learner relies on a cognitive structure to do so. Piaget believed that the human capacity to think and to learn was an adaptive feature. (Phillips & Soltis. Pg. 41) Bruner also had the same beliefs. Where the differ on their thoughts of learning were; Piaget has insisted that all children everywhere in the world, go through the same developmental sequence (Phillips & Soltis. Pg. 47), and believe they happen in a series of stages. Bruner on the other hand, belied that learning develops in a continuous process. (The Learning Theory of Bruner vs. Piaget)

    With psychological constructivist, these researchers focus on how learning occurs in individuals and how internal cognitive or memory  or knowledge structures are built up or constructed.(Phillips & Soltis. Pg. 50)  They have the belief that individuals form or construct much of what they know to create their own learning. They also believe that knowledge is not imposed from outside people but formed inside of them and is based on their own beliefs and experiences in a situation which differ from person to person. Which is why a persons constructions are true to that person, but not necessarily to anyone else and this makes knowledge subjectable (Schunk, Pg. 229-231)

    In schools, a constructivist classroom is one where the curriculum focuses on big concepts. The activities involve primary sources of data and they allow for manipulative materials. (Schunk, Pg.261)  Students work collaboratively in groups, and the teacher mostly facilitates so that students can form their own thoughts and ideas. The reading suggests that implanting a constructivist classroom can be challenging. I often find it very hard to just facilitate. I work with children who are mostly  below grade level and who already struggle academically. So I find myself doing more direct teaching than anything. We do have math task that I give where I just read a problem and the students are sent off to figure out the solution by themselves first, then if I see when I’m walking around that they have it, I will allow them to work with a partner. We then come back together and I choose students to share their work, rather correct or incorrect and explain to us how they got it. But this is just something that I do for certain math problems, not all and not very subject.

    I do agree with pieces of this approach because children do need to be able to make meaning of their learning, and they should be able to effectively construct new knowledge and skills, but they can’t at this stage. With little children, I think they need to be taught how to do these things. And I think in my case, I need to be taught or make a serious conscious effort to teach like a constructivist. Because with the learning gaps, extreme behaviors, million tests and lack of decent curriculum, I find it hard to do in my class. But I am always open to suggestions. 🙂

    Class mate 2

     

    Jean Piaget’s approach rooted from his early biological training. As a trained biologist he knew “in living organisms, important functions are carried out by biological structures” (Phillips, & Soltis, 2009). Thereby, he studied and viewed learning in terms of the mental or cognitive structures that make it possible. His idea that a child constructs a schema or program personally and it all depends on his/her developmental stages is shown throughout his work and findings. Despite some critical issues like he didn’t explain why change occurs in the first place or how does the notion of accommodation occur if new learning is happening, or not considering social or cultural aspect of learning, his work did bring important findings in teaching, learning, and stages of development. A first development stage lasts from birth to age two (child constructs schema personally). The second stage preoperational (child solely conceptualizes with the mind) is from ages two to seven. The third is the concrete operation stage, from seven to eleven, that the child finally starts conceptualizing things. The final stage, the structures become close to those of the adults (Phillips, & Soltis, 2009). Lev Vygotsky believed Piagetian stages did not consider learning takes place in social settings. He invented the notion of the “zone of proximal development” that child’s performance is depended on the level of competence he can reach with aid. “ZPD is the difference between what children can do on their own and what they can do with assistance from others. Interactions with adults and peers in the ZPD promote cognitive development” (Schunk, 2012) Possibly the most significant implication of Vygotsky’s theory for education is that the cultural–historical context is relevant to all forms of learning because learning does not occur in isolation.

    Further studies linked the importance of social aspects of learning rather than just biological aspects. In earlier studies “the learner is depicted as a lone investigator” but it was lacking the fact that learners by necessity belong to social groups (Phillips, & Soltis, 2009). As social creatures, we need social processes such as discussion, argument or debate, criticism, collaboration, and teamwork in learning. Moreover, our cultural group plays a part in this learning process. “Becoming human is becoming individual, and we become individual under the guidance of cultural patterns, historically created system of meaning in terms of which we give form, order, point, and direction to our lives” (Phillips, & Soltis, 2009).

    The video of Dr. Bruner made me think about my thinking when I was a child and how I’m thinking now about acquiring knowledge. Most likely this thinking will evolve in the future with further studies. It was interesting he didn’t think of his work as revolutionary, but his approach did change our way of thinking toward learning. When I went to school individual’s thinking didn’t matter, all students had to learn what was being taught even if we didn’t see any relevance in what we were studying. Dr. Bruner’s theory suggests that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

    When I was teaching fourth grade, I noticed when students were learning long division, it really helped to self-verbalize the algorithm. There is a song about the long division algorithm, we all sang together. Later students were able to sing it to themselves to remember how to do long divisions. I really like the approach of private speech or think aloud (Schunk, 2012). I think it does not matter our age everyone can benefit from verbalizing while encountering a problem or learning a new concept. However, I realize some children may not be able to verbalize, but with the help of their teachers (scaffolding) they can learn how to express their thinking in different ways. Presently, I’m working for Rochester adult education and part of our department is GED and high school completion. I’ve noticed the main reason the students are there is because they have had difficult personal experiences and that has resulted in not completing high school. In our readings, Schunk mentioned “Apprenticeships are used in many areas of education” On-the-job training programs use the apprentice model as students acquire skills while in the actual work setting and interacting with others. There is much emphasis on expanding youth apprenticeships, especially for non–college-bound adolescents (Schunk, 2012). Proudly, our school has adopted apprenticeships to aid our GED and high school completion students to find the right career pathway for them regardless of their challenging personal lives.

    classmate 3

    Both Piaget and Bruner like true Constructivist were interested in how learning actually occurred and not just rather or not an objective was achieved. They both also believe that the environment is key to understanding how people learn. Piaget’s theories were really grounded in human development. Piaget believed that learning depended on both the environment and mental development were determinants into what could be learned and when. Those kinds of guidelines exist for a reason but they should not restrict where students can ultimately achieve. Bruner like other Constructivists believed children were always learning and developing and not a blank slate when born.

    Scaffolding is a word that educational leaders and coaches mention all the time, especially when teaching students who are not on grade level. At timesI find it to be an easy escape route for administrators to make it seems easy to get over huge achievement gaps. The concept, though, that in order to teach someone a concept they have to be exposed to it and have the necessary prior skills. Complicated tasks can be accomplished yes, but those background skills or cognitive structure have to be developed so the brain is able to process the required information.

    Schunk believed that students create their own learning and create their own knowledge. The example in the text of the girl trying to find the weight of a washer shows that. What is missing is that there were necessary skills that needed to be taught before this student could create her own knowledge. She has to be taught how the scale actually worked for example. While those prerequisites are necessary the exercise in the text is important. Students need to explore and find things out on their own. Experiences where students get to accomplish a task and show what they learned are extremely valuable parts of a student’s education.

    One of my goals has a new teacher is to find more ways in my social studies classroom for students to do things. One thing I liked about the Schunk reading is where the text talks about how Marshall gives his students experiences. “he builds into the

    curriculum strategies to enhance interest. He makes use of films, field trips, and class

    reenactments of historical events to link history better with real-world experiences.” Coming up with engaging activities can be difficult. It’s good to know that playing movies and going on field trips can “count.” It made me think of what movies I can use to help make my 7th Grade World Studies class more interesting to my students.

  • 261-263
  • 265 (Instructional Applications)
  • 269 (Stop at Peer Assisted)
  •  https://youtu.be/xxn6IpAJEz8

Commentonat least 3 Classmates’Posts (approximately  150 -300 words each)§

– comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position

– build on the ideas of what your classmate has written and dig deeper into the ideas

– support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas

– comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.

– cite the readings in your response by using proper APA Style format and conventions.

Reply to a Comment(approximately 150 words)

– commentmust address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position

– build on the ideas of what your classmatehas writtenand dig deeper intothe ideas

– support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas

-comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.

-cite the readings in your response by using proper APA Style format -and conventions

Reply to a Comment

Hi ,

I enjoyed reading your post this week, your reflection of the reading was enlightening. You wrote “The theories are in tandem with my own idea about learning which maintains that the environment as well as past experiences are vital in the process of acquiring knowledge. Finally, these theories have impacted greatly on the process of learning since they provide opportunity for the teachers to come up with better tools and techniques for teaching.” I agree with your statement and also strive to incorporate more strategies from this weeks reading into my daily practice. One way I want to incorporate some things I have learned from this weeks reading is by encouraging students to share about their background; and ask parents to do the same that way I can incorporate these things into my lessons and activities. I want to focus on involving them when planning lessons and assessments also, so that they take ownership in their learning! T

Thank you again for sharing and have a great week!

classmate 1

 

When it comes to understanding learning, Piaget and Bruner had similar yet different views on learning. They were similar because they both believed that children are active participants in the process of learning. They also believed that learning was an active process in which learners construct new ideas or concepts based upon their current or past knowledge, and that the learner relies on a cognitive structure to do so. Piaget believed that the human capacity to think and to learn was an adaptive feature. (Phillips & Soltis. Pg. 41) Bruner also had the same beliefs. Where the differ on their thoughts of learning were; Piaget has insisted that all children everywhere in the world, go through the same developmental sequence (Phillips & Soltis. Pg. 47), and believe they happen in a series of stages. Bruner on the other hand, belied that learning develops in a continuous process. (The Learning Theory of Bruner vs. Piaget)

With psychological constructivist, these researchers focus on how learning occurs in individuals and how internal cognitive or memory  or knowledge structures are built up or constructed.(Phillips & Soltis. Pg. 50)  They have the belief that individuals form or construct much of what they know to create their own learning. They also believe that knowledge is not imposed from outside people but formed inside of them and is based on their own beliefs and experiences in a situation which differ from person to person. Which is why a persons constructions are true to that person, but not necessarily to anyone else and this makes knowledge subjectable (Schunk, Pg. 229-231)

In schools, a constructivist classroom is one where the curriculum focuses on big concepts. The activities involve primary sources of data and they allow for manipulative materials. (Schunk, Pg.261)  Students work collaboratively in groups, and the teacher mostly facilitates so that students can form their own thoughts and ideas. The reading suggests that implanting a constructivist classroom can be challenging. I often find it very hard to just facilitate. I work with children who are mostly  below grade level and who already struggle academically. So I find myself doing more direct teaching than anything. We do have math task that I give where I just read a problem and the students are sent off to figure out the solution by themselves first, then if I see when I’m walking around that they have it, I will allow them to work with a partner. We then come back together and I choose students to share their work, rather correct or incorrect and explain to us how they got it. But this is just something that I do for certain math problems, not all and not very subject.

I do agree with pieces of this approach because children do need to be able to make meaning of their learning, and they should be able to effectively construct new knowledge and skills, but they can’t at this stage. With little children, I think they need to be taught how to do these things. And I think in my case, I need to be taught or make a serious conscious effort to teach like a constructivist. Because with the learning gaps, extreme behaviors, million tests and lack of decent curriculum, I find it hard to do in my class. But I am always open to suggestions. 🙂

Class mate 2

 

Jean Piaget’s approach rooted from his early biological training. As a trained biologist he knew “in living organisms, important functions are carried out by biological structures” (Phillips, & Soltis, 2009). Thereby, he studied and viewed learning in terms of the mental or cognitive structures that make it possible. His idea that a child constructs a schema or program personally and it all depends on his/her developmental stages is shown throughout his work and findings. Despite some critical issues like he didn’t explain why change occurs in the first place or how does the notion of accommodation occur if new learning is happening, or not considering social or cultural aspect of learning, his work did bring important findings in teaching, learning, and stages of development. A first development stage lasts from birth to age two (child constructs schema personally). The second stage preoperational (child solely conceptualizes with the mind) is from ages two to seven. The third is the concrete operation stage, from seven to eleven, that the child finally starts conceptualizing things. The final stage, the structures become close to those of the adults (Phillips, & Soltis, 2009). Lev Vygotsky believed Piagetian stages did not consider learning takes place in social settings. He invented the notion of the “zone of proximal development” that child’s performance is depended on the level of competence he can reach with aid. “ZPD is the difference between what children can do on their own and what they can do with assistance from others. Interactions with adults and peers in the ZPD promote cognitive development” (Schunk, 2012) Possibly the most significant implication of Vygotsky’s theory for education is that the cultural–historical context is relevant to all forms of learning because learning does not occur in isolation.

Further studies linked the importance of social aspects of learning rather than just biological aspects. In earlier studies “the learner is depicted as a lone investigator” but it was lacking the fact that learners by necessity belong to social groups (Phillips, & Soltis, 2009). As social creatures, we need social processes such as discussion, argument or debate, criticism, collaboration, and teamwork in learning. Moreover, our cultural group plays a part in this learning process. “Becoming human is becoming individual, and we become individual under the guidance of cultural patterns, historically created system of meaning in terms of which we give form, order, point, and direction to our lives” (Phillips, & Soltis, 2009).

The video of Dr. Bruner made me think about my thinking when I was a child and how I’m thinking now about acquiring knowledge. Most likely this thinking will evolve in the future with further studies. It was interesting he didn’t think of his work as revolutionary, but his approach did change our way of thinking toward learning. When I went to school individual’s thinking didn’t matter, all students had to learn what was being taught even if we didn’t see any relevance in what we were studying. Dr. Bruner’s theory suggests that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

When I was teaching fourth grade, I noticed when students were learning long division, it really helped to self-verbalize the algorithm. There is a song about the long division algorithm, we all sang together. Later students were able to sing it to themselves to remember how to do long divisions. I really like the approach of private speech or think aloud (Schunk, 2012). I think it does not matter our age everyone can benefit from verbalizing while encountering a problem or learning a new concept. However, I realize some children may not be able to verbalize, but with the help of their teachers (scaffolding) they can learn how to express their thinking in different ways. Presently, I’m working for Rochester adult education and part of our department is GED and high school completion. I’ve noticed the main reason the students are there is because they have had difficult personal experiences and that has resulted in not completing high school. In our readings, Schunk mentioned “Apprenticeships are used in many areas of education” On-the-job training programs use the apprentice model as students acquire skills while in the actual work setting and interacting with others. There is much emphasis on expanding youth apprenticeships, especially for non–college-bound adolescents (Schunk, 2012). Proudly, our school has adopted apprenticeships to aid our GED and high school completion students to find the right career pathway for them regardless of their challenging personal lives.

classmate 3

Both Piaget and Bruner like true Constructivist were interested in how learning actually occurred and not just rather or not an objective was achieved. They both also believe that the environment is key to understanding how people learn. Piaget’s theories were really grounded in human development. Piaget believed that learning depended on both the environment and mental development were determinants into what could be learned and when. Those kinds of guidelines exist for a reason but they should not restrict where students can ultimately achieve. Bruner like other Constructivists believed children were always learning and developing and not a blank slate when born.

Scaffolding is a word that educational leaders and coaches mention all the time, especially when teaching students who are not on grade level. At timesI find it to be an easy escape route for administrators to make it seems easy to get over huge achievement gaps. The concept, though, that in order to teach someone a concept they have to be exposed to it and have the necessary prior skills. Complicated tasks can be accomplished yes, but those background skills or cognitive structure have to be developed so the brain is able to process the required information.

Schunk believed that students create their own learning and create their own knowledge. The example in the text of the girl trying to find the weight of a washer shows that. What is missing is that there were necessary skills that needed to be taught before this student could create her own knowledge. She has to be taught how the scale actually worked for example. While those prerequisites are necessary the exercise in the text is important. Students need to explore and find things out on their own. Experiences where students get to accomplish a task and show what they learned are extremely valuable parts of a student’s education.

One of my goals has a new teacher is to find more ways in my social studies classroom for students to do things. One thing I liked about the Schunk reading is where the text talks about how Marshall gives his students experiences. “he builds into the

curriculum strategies to enhance interest. He makes use of films, field trips, and class

reenactments of historical events to link history better with real-world experiences.” Coming up with engaging activities can be difficult. It’s good to know that playing movies and going on field trips can “count.” It made me think of what movies I can use to help make my 7th Grade World Studies class more interesting to my students.

Assessment Workbook 1

 

 

TAE40116 Certificate IV

in Training and Assessment

 

 

Design Cluster

Version 2.0 Produced 15 June 2020

Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources

Version control & document history

Date	Summary of modifications made	Version
13 April 2016	Version 1 final produced following assessment validation.	v1.0
7 February 2017	Updated Questions and Case Studies to meet External Validation recommendations	v1.1
17 May 2017	Updated Questions and Case Studies to meet updates in Learner Guide	v1.2
18 July 2017	Updated Questions # 4, 7, 23 Updated mapping to include Foundation Skills Restructured Case Studies to meet Internal Validation recommendations	v1.3
14 August 2017	Minor corrections in Learning Program templates Restructured tasks to meet Oral Communication foundation skill	v1.4
30 May 2018	Updated link for Implementation Guide in Project 5	V1.5
13 September 2018	added a comment on Case Study 1 Project 1 Task 1	v1.6
09 September 2019	Paraphrased instructions for clarity for Knowledge Assessment Q16, Q37, Q38	V1.7
5 November 2019	Updated ACSF link under ‘Training LLN Analysis’ section	V1.8
03 February 2020	Changes in the font style and color in grey form boxes.	V1.9
05 February 2020	Revised guidelines in the Learning Program Template.	V1.10
19 February 2020	Changed filenames of required documents in Project 4.	V1.11
28 April 2020	Added email address in Project 3, Step 2.	V1.12
05 June 2020	Amended instructions in Question 2, Project 2 and Project 5Templates.	V1.13
15 June 2020	Updated BSB Implementation Guidelines link in Case Study 3, page 100.	V2.0

Table of Contents

This is an interactive table of contents. If you are viewing this document in Acrobat, clicking on a heading will transfer you to that page. If you have this document open in Word, you will need to hold down the Control key while clicking for this to work.

 

Introduction 6

What is competency based assessment 6

Definition of competency 7

The Basic Principles of Assessing Nationally Recognised Training 7

The Dimensions of Competency 8

Reasonable Adjustment 9

The Units of Competency 11

Context for Assessment 12

Assessment Requirements 12

Assessment Methods 13

Resources Required for Assessment 14

Instructions to Student 15

Assessment Workbook Cover Sheet 16

Knowledge Assessment 17

Practical Assessments 50

The practical assessment demonstrates the skills required for the following units of competency covered in this workbook: 50

1. TAEDES401 Design and develop learning programs 50

2. TAEDES402 Use training packages and accredited courses to meet client needs 50

3. TAELLN411 Address adult language, literacy and numeracy skills 50

Case Study 1 – Catering Assistant Training 51

Project 1 – Conduct Training Needs Analysis 1 54

Project 1 Checklist 63

Project 2 – Design and Develop Learning Program 1 64

Supplementary Task 2: Marking Result Form 82

Project 2 Checklist 83

Project 3 – Evaluate Learning Program 84

Project 3 Checklist 88

Case Study 2 – Housekeeping Assistant Training 89

Project 4 – Training Needs Analysis 2 92

Project 4 Checklist 98

Case Study 3 – Cascade Peak Training Institute 99

Project 5 – Design and Develop Learning Program 2 103

Project 5 Checklist 122

Workbook Checklist 123

 

Introduction

Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a seamless process for both the assessor and the learner being assessed.

There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.

 

What is competency based assessment

The features of a competency based assessment system are:

· It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.

· Assessment should mirror the environment the learner will encounter in the workplace.

· Assessment criteria should be clearly stated to the learner at the beginning of the learning process.

· Assessment should be holistic. That is, it aims to assess as many elements and/or units of competency as is feasible at one time.

· In competency assessment, a learner receives one of only two outcomes – competent or not yet competent.

· The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace.

· The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis.

 

Definition of competency

Assessment in this context can be defined as:

· The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.

 

The Basic Principles of Assessing Nationally Recognised Training

Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:

The principles of assessment

· Assessment must be valid

· Assessment must include the full range of skills and knowledge needed to demonstrate competency.

· Assessment must include the combination of knowledge and skills with their practical application.

· Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.

· Assessment must be reliable

· Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.

· Assessors must be trained in national competency standards for assessors to ensure reliability.

· Assessment must be flexible

· Assessment, where possible, must cover both the on and off-the-job components of training within a course.

· Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.

· Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

· Assessment must be mutually developed and agreed upon between assessor and the assessed.

· Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.

 

(Sourced and adapted from: Standards for RTOs 2015, Clauses 1.8 – 1.12)

 

The rules of evidence (from Training in Australia by M Tovey, D Lawlor)

When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current;

· Valid

· Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.

· Sufficient

· This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.

· Authentic

· When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work.

· Current

· This relates to the recency of the evidence and whether the evidence relates to current abilities.

 

The Dimensions of Competency

The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are:

· Task skills

· Task management skills

· Contingency management skills

· Job role and environment skills

 

Reasonable Adjustment

Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability – November 2010 – Prepared by – Queensland VET Development Centre

Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment.

 

Why make a reasonable adjustment?

We make reasonable adjustments in VET to make sure that learners with a disability have:

· the same learning opportunities as learners without a disability

· the same opportunity to perform and complete assessments as those without a disability.

 

Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:

· customising resources and assessment activities within the training package or accredited course

· modifying the presentation medium learner support

· use of assistive / adaptive technologies

· making information accessible both prior to enrolment and during the course

· monitoring the adjustments to ensure learner needs continue to be met.

 

Assistive / Adaptive Technologies

Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium – W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE

Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

 

The Units of Competency

The units of competency specify the standards of performance required in the workplace.

This assessment addresses the following units of competency from TAE40116 Certificate IV in Training and Assessment:

 

TAEDES401 Design and develop learning programs

1. Define parameters of the learning program.

2. Work within the vocational education and training (VET) policy framework.

3. Develop program content.

4. Design the structure of the learning program.

 

TAEDES402 Use training packages and accredited courses to meet client needs

1. Select appropriate training package or accredited course.

2. Analyse and interpret the qualifications framework.

3. Analyse and interpret units of competency and accredited modules.

4. Contextualise units and modules for client applications.

5. Analyse and interpret assessment Marking Requirements.

 

This subject also partially addresses the requirements of:

TAELLN411 Address adult language, literacy and numeracy skills

1. Analyse LLN requirements.

2. Select and use resources and strategies to address LLN skill requirements.

3. Use specialist support where required.

4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements.

 

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

www.training.gov.au/Training/Details/TAEDES401

www.training.gov.au/Training/Details/TAEDES402

www.training.gov.au/Training/Details/TAELLN411

Context for Assessment

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to competency standards or accredited courses relevant to the learning programs.

 

Assessment Requirements

The assessment requirements specify the evidence and required conditions for assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

 

1. Performance Evidence

· describes the subtasks that make up the element of the unit

2. Knowledge Evidence

· describes the knowledge that must be applied in understanding the tasks described in the elements

3. Assessment Condition

· describes the environment and conditions that assessments must be conducted under

 

The associated assessment method in this kit covers all of these components as detailed in the matrix to follow:

 

	Units of Competency
Assessment Activities	TAEDES401	TAEDES402	TAELLN411
Knowledge assessment
Case studies

Assessment Methods

1. Written questions

· Written assessments to test students’ understanding of underpinning knowledge, concepts and/or theories relevant to the units of competency included in this subject

2. Case Studies

· Detailed scenarios and simulated environments providing all necessary information required to complete relevant tasks and activities

 

Resources Required for Assessment

Inspire Education to provide:

· Learner guides and supplementary learning resources

· Templates needed for activities such as training needs analysis, session planning, competency mapping and evaluation.

· Training products, such as training packages and accredited course documentation

· Case studies and simulations

· LLN Specialist support

· Access to:

· Information about work activities

· Documentation and resources required to complete case study tasks and projects

 

The student to provide:

· Computer with:

· Internet access through Google chrome

· MS Word, MS PowerPoint or equivalent applications

· Adobe Acrobat Reader

· Email access

· Workplace-specific tools, equipment, materials and industry software packages (where applicable)

Design Cluster Assessment Requirements:

For this cluster, the student will need access to:

· Training package components developed to meet the Standards for Training Packages, and those developed to meet the requirements of the Training Package Development Handbook.

· competency standards or accredited courses, that cover at least one entire unit of competency or accredited course module

· an LLN specialist

Instructions to Student

This workbook is divided into two parts:

1) Knowledge Assessment

· This consists of written questions that will assess your competence relevant to the knowledge requirements of the units included in this subject

2) Practical Skills Assessment

· This consists of 5 projects that you will be completing through 3 case studies. The case studies will provide you scenarios that will allow you to demonstrate your knowledge and skills relevant to the requirements of the units included in this subject.

· Case Study 1: Catering Assistant Training

· Project 1: Conduct training needs analysis 1

· Project 2: Design and develop learning plan 1

· Project 3: Evaluate Learning Program

· Case Study 2: Housekeeping Assistant Training

· Project 4: Conduct training needs analysis 2

· Case Study 3: Cascade Peak Performance Training Institute

· Project 5: Design and develop learning plan 2

 

 

Assessment Workbook Cover Sheet

WORKBOOK:	WORKBOOK 1
TITLE:	Design Cluster
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space provided.
By submitting this work, I declare that: · I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time. · I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook. · I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process. · This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment. · I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.
Name:	Signature:	Date:

Knowledge Assessment

1. From the list below, select four (4) statements that are true about Australian Qualifications Framework (AQF) guidelines.
☐	i. The AQF provides the standards for Australian qualifications, comprising of the learning outcomes for each AQF level.
☐	ii. The AQF has seven (7) AQF qualification levels.
☐	iii. The AQF lists the requirements for issuance of AQF qualifications.
☐	iv. The AQF Qualification Types enclosed in the AQF are further defined by the learning outcomes, knowledge, and skills students are expected to have upon completing their coursework.
☐	v. The volume of learning is 3 – 4 years across all AQF levels.
☐	vi. The AQF Levels describe the complexity, depth of achievement and autonomy required to achieve a qualification at each level.

 

 

 

2. Below are four (4) AQF qualification types: a. Certificate III b. Diploma c. Bachelor Degree d. Master’s Degree Match them to their correct descriptions listed in the table below.
AQF Qualification Description
	i. Graduates at this level will have advanced and integrated understanding of a complex body of knowledge in one or more disciplines or areas of practice.
	ii. Graduates at this level will have broad and coherent theoretical and technical knowledge with depth in one or more disciplines or areas of practice.
	iii. Graduates at this level will have factual, technical, procedural and some theoretical knowledge of a specific area of work and learning.
	iv. Graduates at this level will have technical and theoretical knowledge in a specific area or a broad field of work and learning.

 

 

 

3. Match the following AQF levels to their correct characteristics/overview.   a. Level 1 b. Level 3 c. Level 4 d. Level 7
AQF Qualification Characteristics/Overview
	i. Graduates at this level will have well developed cognitive, technical and communication skills to select and apply methods and technologies to analyse and evaluate information to complete a range of activities.
	ii. Graduates at this level will have a broad range of cognitive, technical, and communication skills to select and apply a range of methods, tools, materials and information to complete routine and non-routine activities.
	iii. Graduates at this level will have foundational cognitive, technical and communication skills to undertake defined routine activities.
	iv. Graduates at this level will have a range of cognitive, technical and communication skills to select and apply a specialised range of methods, tools, materials, and information to complete routine activities.

 

 

4. Complete the table below. List at least one (1) role, function, and responsibility for each key VET organisation listed below. Guidance: Keep in mind that · Roles are the part they play as a VET organisation. · Functions are the organisation’s natural purpose based on its roles. · Responsibilities are specific tasks or duties to which outcomes are considered the fulfilment of its function. A sample response is provided below.

 

	Role	Function	Responsibility
Australian Skills Quality Authority (ASQA)	National regulator	Ensure a high-quality vocational education and training (VET) sector for Australia Registers training providers as ‘RTOs’ Audits RTOs to ensure they comply with the conditions and standards for registration.	Confers with state regulators in VIC and WA to ensure consistent regulation.   Regulates accredited courses offered by RTOs
Council of Australian Governments (COAG)
Australian Industry Skills Committee (AISC)
Skills Services Organisations (SSOs)
Industry Reference Committees (IRCs)

 

 

5. From the statements below, select three (3) statements that accurately describe the responsibilities of the Victorian Registration and Qualifications Authority (VRQA).
☐	i. Investigating complaints against VRQA registered providers.
☐	ii. Accrediting vocational education and training (VET) courses.
☐	iii. Regulating apprenticeships and traineeships in their state.
☐	iv. Auditing of RTOs to ensure they comply with the conditions and standards for registration.
☐	v. Registering training organisations.

 

 

 

6. Match the following dimensions of competency to their correct definitions:   a. Task Skills b. Task Management Skills c. Contingency Management Skills d. Job/Role Environment skills
Definitions
	i. Involves demonstrating the ability to deal with responsibilities and expectations of the workplace, including working with others.
	ii. Managing multiple tasks at the same time to complete a whole work activity.
	iii. Completing an individual task, to an expected standard within the workplace.
	iv. Responding to problems or issues that arise in the workplace or while completing a task.

 

 

7. Below is an excerpt from the Accredited Course Template from ASQA.   Complete the information required. The first item has been done for you.
Section A:       r
1. Person in respect of whom the course is being accredited	Provide the name of the legal entity or individual who is the Copyright Holder of the course being submitted for accreditation.
Choose an item.	r
Choose an item.	Initial accredited/ Renewal of accreditation
Choose an item.	Training package units If units of competency have been imported from training packages, the following text must be included: The following unit (s) of competency: · [code and title] · [code and title] · [code and title] · [code and title] are from the [title] Training Package administered by the Commonwealth of Australia. © Commonwealth of Australia
Choose an item.	Example: [Course owner] will establish licensing or franchising arrangements with interested parties and reserves the right to levy a licensing or franchising fee. Information on such arrangements can be obtained from [name and contact details].
Choose an item.	The Australian Skills Quality Authority (ASQA)
7. Choose an item.	ANZSCO Code – 6 digits [Australian and New Zealand Standard Classification of Occupations]   ANZSCO codes can be found at: (link)   Insert code rand description Example: 0401 Architecture and Urban Environment ASCED codes can be found under the heading education/broad and narrow fields at: (link) National Course Code For ASQA use only – do not enter data in this field.
8. Choose an item.	For ASQA use ornly – do not enter date in this field. Note: For renewal applications, the accreditation commencement date will be the day after the current course expires.

 

 

8. From the statements below, select four (4) statements that correctly describe the format and structure of the unit of competency and assessment requirements.
☐	i. The assessment requirement is composed of a code, title, prerequisite, and elements.
☐	ii. Following the correct format of assessment requirements, the Performance Evidence comes before the Knowledge Evidence.
☐	iii. Each unit of competency must be uniquely identified by the combination of its code and title.
☐	iv. TAEDES401 Design and develop learning programs is an example of a unit of competency.
☐	v. The unit of competency contains the qualification code, qualification title, and qualification description.
☐	vi. Following the correct format of units of competency, the Foundation Skills can be found underneath the Elements and Performance Criteria.

 

 

9. Match the following sections to their correct descriptions, then tick the boxes on the right to identify whether the information provided are found in the unit of competency in the assessment requirements.   a. Performance Criteria b. Elements c. Foundation Skills d. Assessment Conditions e. Knowledge Evidence
Description	Unit of competence	Assessment Requirement
	i. Describe any mandatory conditions for assessment, and specifies the conditions under which evidence for assessment must be gathered.	☐	☐
	ii. Describe the performance needed to demonstrate achievement of the element.	☐	☐
	iii. Describes language, literacy, numeracy and employment skills that are essential to performance.	☐	☐
	iv. Describe the essential outcomes.	☐	☐
	v. Describe what the individual must know in order to safely and effectively perform the work task described in the unit of competency.	☐	☐

 

10. Consider the assessment requirements for the unit of competency: SITHFAB004 – Prepare and serve non-alcoholic beverages.   Determine if the statements below are knowledge evidence, performance evidence, or assessment conditions.   Write KE if it is a Knowledge Evidence PE if it is a Performance Evidence, and AC if it is an Assessment Condition.
	i. Prepare and present non-alcoholic beverages to meet different customer requests, over a minimum of three different service periods, including at least one peak service period.
	ii. Skills must be demonstrated in an operational food and beverage outlet. This can be: an industry workplace or a simulated industry environment.
	iii. Major types and characteristics of non-espresso coffees, teas and other non-alcoholic beverages specified in performance evidence.
	iv. Range of options to meet specific customer preferences relating to: brand, garnishes, glassware, ice, mixers, strength, and temperature.
	v. Assessment must ensure access to fixtures and large equipment.
	vi. Prepare above non-alcoholic beverages within commercial timeframes and with consistent quality, volume and appearance and in line with organisational procedures.

 

 

 

 

 

 

11. Below are terms used in Accredited Courses: a. Qualification level b. Recognition given to the course c. Assessor competencies d. Pathways and articulation e. Purpose of the Course

 

 

	i. Provides details of potential pathways for course participants following course completion into other vocational education and training (VET) courses, and provides details and confirmatory evidence of any formalised articulation arrangements.
	ii. Provides details and confirmatory evidence of any recognition given to the course by professional or industry bodies where course completion may result in membership of a professional body being granted.
	iii. Where the intended vocational, community or general education outcomes of the course are listed.
	iv. It also provides details of and justify any specialist vocational competency requirements for assessors above the requirements in the Standards for Registered Training Organisations (if applicable).
	v. Describes how the intended course outcomes are consistent with the AQF Qualification Type Descriptor for the AQF level of the course.

 

 

 

12. From the list below, select three (3) performance standards and criteria, other than training packages, which can also be used as the basis of learning programs.
☐	i. Accredited courses
☐	ii. Industry standards
☐	iii. Standards for Registered Training (RTOs) 2015
☐	iv. ACSF guidelines

 

 

13. From the statements below, select three (3) statements that accurately describe the functions of training packages and accredited courses as benchmarks in a competency-based VET training and assessment system.
☐	i. Training packages set out the competencies but do not prescribe how the training should be delivered
☐	ii. Training packages and accredited courses outline competency standard benchmarks for training and assessment.
☐	iii. Training packages and accredited courses detail the requirements for assessors in competency based assessment.
☐	iv. Training packages and accredited courses provide RTO’s with assessment instruments (e.g. projects, exams) for training and assessment.

 

 

 

 

 

14. From the list below, select four (4) processes that are followed in analysing and using competency standards for a range of applications and purposes in meeting the needs of a diverse range of VET clients.
☐	i. Conducting a training needs analysis (TNA) to identify learning gaps.
☐	ii. Gathering information from client regarding desired learning outcomes.
☐	iii. Gathering information from employee records such as curriculum vitae and position descriptions.
☐	iv. Source and use any generic resources found online to meet different client needs.
☐	v. Examining the dimensions of competency (tasks skills, task management skills, contingency management skills, and job or role environment skills)

 

 

 

15. The following are terminologies used in training packages and accredited courses. Match each terminology to their correct definitions.   a. Accredited course b. Accredited unit c. Competency standards d. Foundation skills e. Assessment strategy
Definitions
	i. A structured sequence of vocational education and training that has been accredited by a state or territory course accrediting body and leads to an Australian Qualifications Framework (AQF) qualification or statement of attainment.
	ii. Define the requirements for effective workplace performance in a discrete area of work, work function, activity or process.
	iii. A single component of a qualification, or a stand-alone unit, that has been accredited by the same process as for a whole AQF qualification, also referred to as “module”
	iv. The combination of English language, literacy and numeracy skills and employability skills required for participation in work, the community and education and training.
	v. Describes how it effectively judges participants’ achievement of the outcomes.

 

 

16. Which of the parts of the training package below can be contextualised to suit the needs of clients? Write Y if the given item can be contextualised, and write N if it cannot be contextualised.
Parts of the Training Package
	i. Units of competency
	ii. Performance criteria
	iii. Competency outcomes
	iv. Entry requirements
	v. Assessment conditions

 

 

17. Match the following endorsed components of training packages to their corresponding roles.   a. Qualifications b. Units of competency c. Assessment requirements d. Credit arrangements
Roles of endorsed components of training packages
	i. They specify the standards of performance required in the workplace, they describe the work outcomes and skills required by the industry.
	ii. They specify the arrangements that exist between training package qualifications and higher education qualifications.
	iii. They specify the core and elective units of competency combined into meaningful groups to meet workplace roles, and aligned to vocational qualification levels identified in the Australian Qualifications Framework (AQF).
	iv. They specify the performance evidence, knowledge evidence and conditions for assessment for each unit of competency.

 

 

18. Match the following endorsed components of training packages to their corresponding purpose.   a. Qualifications b. Units of competency c. Assessment requirements d. Credit arrangement
Purpose of endorsed components of training packages
	i. To provide a benchmark for the skills and knowledge a person must be able to demonstrate to meet competency.
	ii. To provide a standard level of knowledge and skills required in the industry for each AQF level.
	iii. To provide guidance on the industry’s preferred approach to assessment of required knowledge and skills relevant to the unit.
	iv. They specify the performance evidence, knowledge evidence and conditions for assessment for each unit of competency.

 

 

19. From the statements below, select three (3) statements that are true about the Standards for Training Packages.
☐	i. Standard 4 of the Standards for Training Packages state that units of competency specify the standards of performance required in the workplace.
☐	ii. The purpose of the Standards for Training Packages is to ensure that Training Packages are of high quality and meet the workforce development needs of industry, enterprises and individuals.
☐	iii. Quality assured companion volumes are components of training packages, as per Standard 1 of Standards for Training Packages.
☐	iv. According to the standards, training packages must have ten (10) components.
☐	v. Standard 12 of the Standards for Training Packages state that training packages are composed of components as endorsed by the Australian Skills Quality Authority (ASQA).

 

 

20. From the list below, select three (3) relevant sources of information about training packages.
☐	i. training.gov.au
☐	ii. Skills Services Organisations (SSOs)
☐	iii. myskills.gov.au
☐	iv. Job portals and advertisements
☐	v. National Skills Standards Council (NSSC)

 

21. From the list below, select the three (3) non-endorsed components of training packages.
☐	i. Skill sets
☐	ii. Companion volumes
☐	iii. User guides
☐	iv. Units of competency
☐	v. Assessment requirements

 

 

 

22. The following are statements about the differences and relationships between separate training package and accredited courses, and learning strategies and learning programs.   Write T if the statement is True and F if the statement is False.
	i. Courses cannot be accredited if they cover qualifications or skill sets that are already addressed by a nationally endorsed Training Package.
	ii. Training packages are accredited by the government, while accredited courses are accredited by private nationally recognised educational organisations.
	iii. Training packages are readily available online while accredited courses need to be sourced from respective course owners.
	iv. Training packages and accredited courses are both nationally-recognised and subject to quality and regulatory frameworks. Training Packages are developed by industry through IRCs and SSOs with vocational skills and outcomes in mind. Accredited Courses on the other hand can be developed by anyone so long as it doesn’t overlap with existing courses or Training Packages, and might not necessarily have vocational outcomes.

 

 

 

23. The following are statements about the differences and relationships between learning strategies and learning programs.   Write T if the statement is True and F if the statement is False.

 

	i. Learning plans are documents that help trainers to create cohesive and integrated learning processes for their learners, while learning strategies, also known as a training and assessment strategy, are detailed documents that outline the different processes that an RTO will follow in delivering a Training Package or Accredited Course within their scope
	ii. Learning programs may be complete unto itself or may be a separate component within a learning strategy
	iii. Learning strategies are used to develop a student’s vocational competencies or skills, and help address any gaps that arise between a learner’s knowledge and skills and the competency standards.
	iv. Learning programs always include information about a whole Qualification or Accredited Course.

 

 

 

24. From the list below, select three (3) statements that are accurate about the purpose of learning programs.
☐	i. Learning programs are used to develop vocational competencies or skills.
☐	ii. Learning programs are used to meet industry standards, legislation, licensing, or registration requirements, or the requirements of a funding body.
☐	iii. Learning program is used to determine the knowledge and skills of the trainer delivering the program.
☐	iv. Learning programs are used to address gaps between a learner’s knowledge and skills, and competency standards.

 

25. From the list below, select three (3) options that are included in the focus of learning programs.
☐	i. Professional development
☐	ii. Workplace-based learning
☐	iii. Trainer feedback
☐	iv. Vocational learning

 

 

26. From the list below, select three (3) statements which are correct about principles of instructional design, according to M. David Merrill.
☐	i. Learning is promoted when learners are engaged in solving real-world problems.
☐	ii. Learning is promoted when new knowledge is integrated into the learner’s world.
☐	iii. Learning outcomes can always be achieved by utilising generic content.
☐	iv. Learning is promoted when existing knowledge is activated as foundation for new knowledge.

 

 

27. From the list below, select the instructional design principle that can be best applied to an e-learning type of program.
☐	i. Incorporate a combination of group and individual learning activities into your learning program.
☐	ii. Include assessment activities that require a significant amount of assessor supervision.
☐	iii. Incorporate self-paced learning activities and reviews at regular intervals throughout the learning program.
☐	iv. Focus only on third-party reports from learner’s nominated observers.

 

 

 

28. From the list below, select the two (2) instructional design principles that are best applied to a face-to-face type of learning program.
☐	i. Incorporate a combination of group and individual learning activities into your learning program.
☐	ii. Include assessment activities that require supervision.
☐	iii. Incorporate self-paced learning activities and reviews at regular intervals throughout the learning program.
☐	iv. Focus only on third-party reports from learner’s nominated observers.

 

29. Identify two (2) possible sources of learning and assessment materials.

i.

ii.

 

 

 

30. Identify two (2) examples and two (2) sources of pre-developed activities which you can use in designing and developing learning programs.

i. Example:

ii. Source:

 

 

31. Outline the methodology followed in developing the following:   i. New learning activities ii. Related learning materials

i. Methodology for developing new learning activities:

ii. Methodology for developing related learning materials

 

32. Outline the methodology followed in documenting learning activities and related learning materials.

 

 

 

 

33. List three (3) modes and three (3) methods of delivering learning programs.

i. Modes of delivery:

ii. Methods of delivery:

 

 

34. Listed in the table below are policies, legal requirements, codes of practice and national standards that impact training and assessment in the VET sector. Identify whether these are a policy, legal requirement, code of practice or national standard by writing:   P if it is a policy, L if it is a legal requirement, C if it is a code of practice, and N if it is a national standard.
	i. Standards for Registered Training Organisations
	ii. Financial Viability Risk Assessment Requirements
	iii. Australian Qualifications Framework
	iv. First Aid in the Workplace

 

 

35. The following statements are about policies, legal requirements, commonwealth legislation, codes of practice and national standards that impact training and assessment in the VET sector.   Write T if the statement is True and F if the statement is False.
	i. The Fit and Proper Person Requirements only apply to the executive officer of the applicant for registration as an NVR registered training organisation
	ii. The Australian Skills Quality Authority (ASQA) is the national regulatory body that ensures the quality of VET Providers, Accredited Courses, CRICOS and ELICOS providers. It was established under the National Vocational Education and Training Regulator Act 2011.
	iii. The VET Quality Framework (VQF) is the set of nationally agreed quality assurance arrangements for training and assessment services delivered by training organisations.
	iv. Compliance with the Standards for Registered Training Organisations (RTOs) 2015 is a requirement for all ASQA registered training organisations, and for applicants seeking registration.
	v. ‘How to manage work health and safety risks’ is a Code of Practice.

 

 

36. The following are statements about commonwealth and state/territory legislation.   Write T if the statement is True and F if the statement is False.

	i. The Vocational Education and Training Act 1996 is the state legislation for VET in Western Australia.
	ii. The Vocational Education and Training (Commonwealth Powers) Act 2010 is the state legislation for VET in Queensland.
	iii. The Training and Skills Development Act 2008 is the state legislation for VET in South Australia.
	iv. The Education and Training Reform Amendment (Skills) Act 2010 is the current state legislation for VET in Victoria.

 

 

 

37. Select the three (3) options that are part of your duty of care relating to work health and safety as relevant to your role in designing learning programs.
☐	i. Collaborating and communicating with others to identify and manage potential hazards of the learning program.
☐	ii. Assessing risks posed by potential hazards of the learning program.
☐	iii. Deciding on controls that will be implemented to reduce or eliminate the likelihood of an incident once training begins.
☐	iv. Ensuring that at least one of the training participants is certified to administer first aid.

 

 

38. Consider an industry and a work role you are familiar with. a. Describe the WHS risks associated with working in this industry and work role. b. Discuss WHS considerations that you will need to incorporate if you will be assigned to design learning program for this work role and industry.   Guidance: Sample responses have been provided for your reference.
	Sample responses:	Your responses:
Industry	Ageing Support
Work role	Aged care worker
Associated WHS risks	Workers in this industry are commonly exposed to manual handling hazards, infections, etc.
WHS considerations that must be incorporated if you are to design a learning program for this industry	When designing learning program for aged care workers, ensure that learning program includes requirements for first aid to be readily available during training

 

 

Practical Assessments

The practical assessment demonstrates the skills required for the following units of competency covered in this workbook: 1. TAEDES401 Design and develop learning programs 2. TAEDES402 Use training packages and accredited courses to meet client needs 3. TAELLN411 Address adult language, literacy and numeracy skills This assessment will facilitate your completion of the following requirements relevant to the units included in this cluster through the following Projects: · Case Study 1 – Catering Assistant Training · Project 1 – Conduct training needs analysis 1 · Project 2 – Design and develop learning plan 1 · Project 3 – Evaluate Learning Program · Case Study 2 – Housekeeping Assistant Training · Project 4 – Conduct training needs analysis 2 · Case Study 3 – Cascade Peak Performance Training Institute · Project 5 – Design and develop learning plan 2

 

Case Study 1 – Catering Assistant Training

Case Study 1 provides you with a detailed scenario and all the information you will require to complete Projects 1, 2, and 3: · Project 1 – Conduct training needs analysis 1 · Project 2 – Design and develop learning plan 1 · Project 3 – Evaluate Learning Program

SCENARIO   Man Power Training Services (MPTS)   You work as a trainer for Man Power Training Services (MPTS), a Registered Training Organisation offering vocational training services for a range of clients with different training needs. Best Jobs Incorporated (BJI) is a non-profit organisation that helps people gain employment in the Retail and Hospitality Industries at entry level. BJI has approached MPTS to develop training that will help participants qualify for employment in various hospitality settings. Your task is to conduct a training needs analysis that will provide participants with the necessary qualification to apply for an entry level position as a catering assistant. During your early consultation sessions with BJI, they requested that the following elective units be included in the training: SITHCCC001 Use food preparation equipment SITXFSA001 Use hygienic practices for food safety SITHCCC004 Package prepared foodstuffs You are also required to create a learning program for the unit: BSBWOR203 Work effectively with others The training should take place over a twelve (12) month period [1200 hours, 52 weeks]. BJI’s contact details are: best@jobsinc.org.au (02) 5678 9101 The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment. Note the following candidate information: 1. Matilda Jeffries – Works well independently and with others. Matilda completed a Senior Secondary Certificate last year but to date has no work history. 2. Norman Howard – Has been a client of BJI for 2 years; however, this will be Howard’s first placement for training purposes. Works well with others. Left school after year 10 two years ago; based on reports, he was a very good student. 3. Yon Leong – Just arrived from overseas and has extensive experience working as a kitchen hand. English is her second language and has never been in a training situation previously. Her written and spoken English skills are sufficient, but she sometimes has trouble when asked to read long texts. 4. Robert Bentley – Robert has been unemployed for 3 years following an accident. Previously Robert ran his own small business which was retail based. Robert wants to re-build his skills and has jumped at this opportunity. 5. Eri Touma – Eri was born and raised in Japan. She moved to Australia 1 year ago and has been studying English to help her gain employment. Although she is able to understand written English quite well, she is still having challenges conversing in English. 6. Shintaro Touma – Shintaro was born and raised in Japan. He and Eri are siblings. He moved to Australia about 6 months ago. He is able to converse in English sufficiently; however, his English reading and writing skills are quite poor. 7. Thomas Fjelbonde – Danish student in Australia. His English reading and writing skills are sufficient; however, his English conversational skills are still a bit problematic. Thomas is enrolled in an English Bridging Program in preparation for commencing his Bachelors Degree. 8. Sherry Santos – Filipino student in Australia. Sherry is in her second year of university completing a Bachelors Degree in Business. She is very proficient in the written and spoken English. Before coming to Australia, she used to work weekends at her family’s small retail business in the Philippines.

 

All of the candidates have completed the LLN evaluation provided by BJI. They have also mapped the results against the ACSF, the table of their results can be found below.

 

 

Names	Learning	Reading	Writing	Oral Communication	Numeracy
Matilda Jeffries	3	4	4	4	5
Norman Howard	4	4	4	4	4
Yon Leong	3	2	3	3	3
Robert Bentley	4	4	4	4	4
Eri Touma	4	3	3	2	3
Shintaro Touma	3	2	2	3	3
Thomas Fjelbonde	4	3	3	2	3
Sherry Santos	4	4	5	4	5

 

 

Other requirements of the client: · Must be based on the qualification for catering assistant · Must be in compliance with Man Power Training Services Quality Assurance Policies located here:   MPTS Policy Manual (Username: learner Password: studyhard)   · Must be in compliance with BJI’s Workplace Health and Safety Policy located here:   BJI Workplace Health and Safety Policy (Username: learner Password: studyhard)

 

 

 

Project 1 – Conduct Training Needs Analysis 1

Project Overview Project 1 will require you to complete a Work Role LLN Evaluation and conduct a Training Needs Analysis for your client. Follow the instructions below to complete the project. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ templates provided in this Project ☐ a volunteer to play the role of your client

 

 

Task 1

Determine the Work Role LLN Requirements of the training. Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the catering assistant role.   Catering Assistant Job Description (Username: learner Password: studyhard)   Note that you can remove the ACSF levels that are not appropriate for the training. For example, if you selected ACSF Level 2 for Reading, you can remove the fields for Reading ACSF Level 1, 3 – 5 from the template before submission. The same can be done for the other Foundation Skills. Once complete, save the Work Role LLN Evaluation Form as: TAE40116 – Project 1 – WorkRoleLLNForm NOTE: the template will be in Read-only form. Save a separate copy to your computer and edit the document. Work Role LLN Evaluation Form (Username: learner Password: studyhard)

 

Assessment Workbook 1 Version No.1.10 Produced 05 February 2020

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Assessment Workbook 1 Version No.2.0 Produced 15 June 2020

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Confirm the training and assessment needs with the client To complete this task, you will need a volunteer to play the role of your client. They must be briefed on the details of the assessment before you begin with the role-play. During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must: Advise the client of the training package, qualification and/or accredited course selected to meet their training needs Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them. Your client (volunteer) must complete the TNA Participant Feedback Form. Before beginning your session with the client (volunteer) you must brief them on the details of the session. You must also provide them with the candidate instructions and Participant Feedback Form, which can be accessed through this link:   Project Brief and Participant Feedback Form (Username: learner Password: studyhard) You must review the Participant Feedback Form before completing the task to get an idea of what you must do during the session. After completing the task, you must sign the ‘Document Created By’ field as a trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved By’ field as a representative of Best Jobs Incorporated. Note that both signatures must be hand signed, print off the page that requires your signatures and scan them for submission.   Note, that during this activity, you will also be assessed for your oral communication skills. You must demonstrate the following during your session with the client (volunteer): · active listening, · adequate comprehension, · appropriate use of grammar, vocabulary, and pronunciation · using language appropriate to the audience, and · using language that demonstrates cultural sensitivity and builds and maintains understanding and rapport with the client Save the candidate’s (volunteer’s) completed Participant Feedback Form using the filename: Project 1 -TNAFeedbackForm

Task 2

Draft your Training Needs Analysis This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember to consider MPTS’s quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study. Training Needs Analysis Template 1 (Username: learner Password: studyhard)   1. Identify and source the training package, qualification and/or accredited course that will satisfy your client’s needs.   2. Read and interpret the qualification framework and packaging rules of the qualification.   3. Determine and review the following: · licensing requirements · prerequisites applicable to the training · suitable electives that meet your client’s needs and job roles   4. Select a skill set, individual units, or accredited modules to include in the Training Needs Analysis. Read, analyse, and interpret the units or accredited modules to determine if they meet the client’s needs.   5. Read and interpret the assessment information of the chosen training package or accredited course.   6. Once complete, save your TNA using the filename:   Project 1 – TNA1

Training Needs Analysis 1

Guidance notes are provided for you in the template below for your reference. You may download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub.

NOTE: The template below is only provided for your reference. You are required to complete the TNA as a separate document, to be submitted to your trainer/assessor.

Training Needs Analysis
Client Training Requirements
Client Name
Contact Details	Contact Number
	Email Address
Purpose of Program
Duration of Program
Number of Participants
Target Learner Group Overview and Characteristics	Guidance: Give a summary of the candidate or learner group information here.
Training Specifications
Training Package Title	Guidance: Identify the training package you have selected that would best suit the client’s needs
Code and Title of Qualification	Guidance: Identify the qualification or accredited course you have selected that would best meet the client’s needs. Include both the qualification code and title.
Licensing Requirements
Pre-requisites
Qualification Rules
Qualification Framework	AQF Levels: ☐ 1 | ☐ 2 | ☐ 3 | ☐ 4 | ☐ 5 | ☐ 6 | ☐ 7 | ☐ 8
AQF Level Requirements	Summary
	Knowledge
	Skills
	Application of Knowledge and Skills
Course Packaging
Guidance: Select as suitable combination of units using the packaging rules. Note that the selection of elective units must reflect the job outcome of a Catering Assistant.
Core/Elective	Unit Code	Unit Name
Choose an item
Choose an item
Choose an item
Choose an item
Choose an item
Choose an item
Core Skills Learner Profile
Names	Learning	Reading	Writing	Oral Communication	Numeracy
Learner Group Skill Levels
Core Skill Levels of Units
Core Skill Levels for Workplace
Core Skill Levels for Training
LLN Support Required
Guidance: You are required to identify at least two resources that can support the LLN skill development of the target learners. Note these resources beside the relevant learner. Where no LLN support resources are required, note ‘N/A’
Name	Support Required (resources, specialist consultation, etc.)
Document Created By
Name	Position	Organisation	Signature	Date
Approved By
Name	Position	Organisation	Signature	Date

 

Task 3

Seek and use advice from specialist LLN practitioners 1. Source specialist LLN support for the program you are developing. List the details of two (2) LLN specialists. Draft an email to one (1) of the LLN specialists you identified. Your email must be a request for training and assessment idea that can help support the LLN needs of your learning program participants.   The LLN specialists you list below must be real LLN specialist from a real organisation.   Note that you do not have to contact the LLN specialist you sourced. Complete the table below to simulate the task with your trainer/assessor.
Name/organisation name:
Contact details:
Source of information:
Name/organisation name:
Contact details:
Source of information:

 

2. Draft your letter in the space provided below. It must be addressed to one (1) of the LLN specialists you listed above.   Guidance: Simulate this requirement by completing the table below.
To
Subject
Message

 

3. For the purposes of this assessment, this is the advice given to you by the LLN specialists you accessed.   “You may consider running one session and then asking the participants if they are having challenges keeping up with the training. You may want to get their feedback in individual sessions so you could get more detailed feedback on their LLN challenges during the session. Should they find the course too difficult, you will have to discuss with them the challenges they will potentially encounter in the duration of the training, including the possibility of not being able to finish the course. Another option you may consider is to have team teaching delivery in sessions that may require extra LLN assistance for your participants.” Sourced from: http://www.ideasthatwork.com.au/videos/lln/team-teaching.mp4   Note that the advice given to you must appear in your Learning Program.

 

 

 

 

 

 

4. Explain how you used the LLN advice to identify the LLN resources you will use for your learners and learning program:

 

 

 

Project 1 Checklist

At the end of Project 1 you must have completed the following:

	Complete
1. Work Role LLN Evaluation Form TAE40116 – Project 1 – WorkRoleLLNForm	☐
2. Training Needs Analysis Template 1 Project 1 – TNA1	☐
3. Participant Feedback Form Project 1 -TNAFeedbackForm	☐
4. Task 3	☐

 

Project 2 – Design and Develop Learning Program 1

Project Overview Project 2 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:   BSBWOR203 Work effectively with others   The learning program must be designed for the group of candidates identified in the case study. There is no specified ‘length’ of the learning program that you design for this project, but it must be comprehensive enough to allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning progression. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ templates provided in this Project ☐ a volunteer to play the role of your client

 

 

Task 1

Steps to take: Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:   1. Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule.   2. Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.   3. Remember that you must document the Learning Plan in line with organisational requirements by completing the Learning Plan template on the following pages. You must also remember to follow the organisational protocols, policies and procedures, which have been provided to you in Case Study 1.

 

 

WHS Requirements   When identifying WHS concerns for the training environment at BJI, refer to the photo provided below. Consider all possible WHS concerns that must be considered in this training environment. You must identify two (2) in your Learning Program.                                       Click here to access a high-resolution version of this photo.   Resources and Equipment Identify at least three (3) resources and equipment needed for the training in an industrial kitchen setting, be as specific as possible when listing sources for available and required resources for the training. Training and Assessment Staff Details For the purposes of Project 2, you can list yourself as the trainer and assessor for this learning program, with qualifications in Certificate I in Hospitality and Certificate IV in Training and Assessment. Program Duration The allocated duration for delivering this program is three (3) weeks.

 

 

 

Learning Program 1

Plan your learning program using the learning program template below. You may download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub. Guidance notes are provided within the template for your reference:

Learning Program
Client Training Requirements
Client Name
Contact Details	Contact Number
	Email Address
Purpose of Program
Duration of Program (weeks)
Number of Participants
Target Learner Overview and Characteristics List all the learner characteristics of the group. Be as detailed as possible.
Training Specifications
Program Title
Code and Title of Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code	Unit Title	Core/Elective
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here
Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name	Remarks
Learner LLN Analysis
Learner Names	Learning	Reading	Writing	Oral Communication	Numeracy
Matilda Jeffries
Norman Howard
Yon Leong
Robert Bentley
Eri Touma
Shintaro Touma
Thomas Fjelbonde
Sherry Santos
Overall Learner Group Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the unit, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at   https://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docx
	Learning	Reading	Writing	Oral Communication	Numeracy
Core Skill Levels of Work Role
Overall Core Skill Levels of Units
Overall Core Skills Levels of the Training
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name	Support Required (resources, specialist consultation, etc.)
Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available	Source
List here the resources that are already available for the training.
Resources/ Equipment Required	Source
List here the resources that are not currently available and will need to be acquired for the training.
WHS Requirements of the Training Environment
Describe any WHS concerns for operating equipment or conducting training in the learning environment.
Risk Control Plan
You can identify the Likelihood of Incident as either, Almost certain Likely Possible Unlikely Rare For more information on these likelihood definitions please refer to the Incident Reporting Risk Matrix published by The University of Melbourne here Incident Reporting Risk Matrix
Training Hazards	Likelihood of Incident	Possible Severity of Incident	Risk Control Plan
Training and Assessment Staff Details
Name	Role	Qualifications Held
	Trainer ☐ Assessor ☐ Support Staff ☐
	Trainer ☐ Assessor ☐ Support Staff ☐
Document Created By
Name	Position	Organisation	Signature	Date
Approved By
Name	Position	Organisation	Signature	Date

 

Learning Program Schedule and Competency Mapping

A template is provided for you on the following page. You may use this template to create a schedule incorporating all the subject matter content from the unit of competency. You may also download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub.

Guidance:

To ensure successful completion of this task, the Learning Program schedule you design must:

· Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment

· Demonstrate compliance to the agreed design options as outlined in the Learning Program

 

For your reference, below is an example of how to fill in the fields in the template:

Learning Program Schedule
To complete this schedule, specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session.
Program Timeframe	Date From:		Date To:
Duration (hrs)	1200 hours
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method
1	9:30 – 10:30	Introduction to Food Preparation   The learner should, by the end of this session, be able to confirm food preparation requirements, identify the appropriate knives to use for specific tasks, prepare food items using knives, and confirm the cleanliness of equipment before use.	Learner will be guided through the process of confirming food prep requirements, identifying the appropriate knives to use for specific tasks, preparing food items using knives, and confirming the cleanliness of equipment before use.	Food prep demonstration using knives	Handouts	Knife set	Guided facilitation

 

 

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Assessment Workbook 1 Version No.2.0 Produced 15 June 2020

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Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe	Date From:		Date To:
Duration (hrs)
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome/s	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method

 

 

Assessment Workbook 1 Version No.2.0 Produced 15 June 2020

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Complete the competency map template provided below for BSBWOR203. Check the boxes corresponding to the sessions in your learning program schedule that will address each unit requirement. For example, if PC1.1, will be covered in sessions 1 and 2, tick the boxes corresponding to sessions 1 and 2. ALL requirements must be addressed in the competency map.

 

Session – Competency Mapping

Unit Code

Element / Performance Criteria

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

Session

BSBWOR203

PC 1.1 Identify own responsibilities and duties in relation to workgroup members and undertake activities in a manner that promotes cooperation and good relationships

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PC 1.2 Take time and resource constraints into account in fulfilling work requirements of self and others

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PC 1.3 Encourage, acknowledge and act on constructive feedback provided by others in the workgroup

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PC 2.1 Provide support to team members to ensure workgroup goals are met

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PC 2.2 Contribute constructively to workgroup goals and tasks according to organisational requirements

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PC 2.3 Share information relevant to work with workgroup to ensure designated goals ae met

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PC 2.4 Identify and plan strategies/opportunities for improvement of workgroup in liaison with workgroup

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PC 3.1 Respect differences in personal values and beliefs and their importance in the development of relationships

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PC 3.2 Identify and linguistic and cultural differences in communication styles and respond appropriately

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PC 3.3 Identify issues, problems and conflict encountered In the workplace

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PC 3.4 Seek assistance from workgroup members when issues, problems and conflict arise and suggest possible ways of dealing with them as appropriate or refer them to the appropriate person

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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Criteria
The first rows has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code	PE	KE	PC	Assessment Methods	Location	Assessment Tools	Assessment Resources (equipment, etc.)
BSBWOR203	1			Observation in simulated work environment	BJI Training Centre	· observation checklist · assessor guide · instructions to candidates and assessors	Blenders, Food Processors, Graters, Knife Sharpening Equipment, Knives, Mandolin Slicers, Measures, Mouli, Peelers, Corers or Slicers, Planetary Mixers, Scales, Thermometers, Whisks
	2.1			Choose an item.
	2.2			Choose an item.
	2.3			Choose an item.
	2.4			Choose an item.
	2.5			Choose an item.
	3			Choose an item.
		1		Choose an item.
		2		Choose an item.
		3		Choose an item.
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			1.3	Choose an item.
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			2.3	Choose an item.
			2.4	Choose an item.
			3.1	Choose an item.
			3.2	Choose an item.
			3.3	Choose an item.
			3.4	Choose an item.

 

 

 

 

 

 

 

 

 

Supplementary Task 1 – Learning Program Resources

Source and review at least two (2) available learning resources from any of the following:

· your workplace

· online

· from industry experts, and so on.

These learning resources must be relevant to the learning program you are developing.

1. Submit the two learning resources that you have reviewed and found relevant to the learning program you are developing. List the filenames of the two (2) learning resources you are submitting and where you have sourced them in the table below:

Learning Resources	Sources
a.
b.

 

2. Explain how the learning resources you’ve selected are relevant to the learning program you are developing. Also, describe the overall quality of the resources, i.e. currency and reliability.

 

 

 

3. Customise the learning resources.

You must customise the two (2) learning resources to the LLN needs of your participants. Consider the following advice:

Advice 1 “Simplify the vocabulary used in your learning materials.”

 

Advice 2 “Use visual guides or images for your client.”

 

To complete this task, you must customise one (1) learning resource according to one (1) advice given above. For example, you chose to customise Learning Resource 1 according to Advice 2 and Learning Resource 2 according to Advice 1.

In the table below identify which learning resource you will be customising according to which advice.

Learning Resource	Advice
1.
2.

 

Once complete you must submit both the original and customised learning resource using the following filenames:

TAE40116 – Project2 – LearningResource1

TAE40116 – Project2 – LearningResource2

TAE40116 – Project2 – ContextLR1

TAE40116 – Project2 – ContextLR2

 

Supplementary Task 2 – Confirm Delivery Strategies

To complete this task, you will need one (1) volunteer to play the role of your client, they must be briefed on the details of the assessment beforehand. Note that this can be the same volunteer in Project 1.

You must walk the client (volunteer) through the competency standards (or other training specifications the learning program is based on), delivery strategies, required assessment methods and tools that you identified in the Learning Program and Learning Program Schedule and Competency Map. You must also provide the client with appropriate advice regarding the assessment requirements for the competency standard.

During your session, your client (volunteer) must agree with the delivery strategies, required assessment methods and tools you discuss with them.

You will be required to submit an audio recording of your session with the client (volunteer) for assessment. Submit your audio recording as:

 

TAE40116 – Project2 – ConfirmationSession

 

 

Supplementary Task 2: Marking Result Form

This form is for you to complete. For a satisfactory result, the candidate’s audio recording of their confirmation session with the client (volunteer) meets all the criteria outlined below. A separate copy of the form must be completed. This can be accessed here.

Once completed, sign and date the declaration field at the end of the form.

Project 2 Supplementary Task 2: Marking Result Form
Legend: For each statement select, S – Satisfactory, if the candidate has satisfactorily met the assessment criteria below NYS – Not yet satisfactory, if the candidate has not yet satisfactorily met the assessment criteria below Once completed, sign and date the Assessor Declaration section at the end of the form.
Assessment Criteria	S	NYS
1. The candidate confirmed the delivery strategies with the client (volunteer).	☐	☐
2. The candidate confirmed the required assessment methods and tools with the client (volunteer).	☐	☐
3. The candidate used information and communications technology (ICT) based tools to complete this task.	☐	☐
4. The candidate confirmed the competency standards, or other training specifications the learning program is based on.	☐	☐
5. The candidate provided the client with appropriate advice on the assessment requirements for the unit of competency the learners will be assessed against.	☐	☐
The candidate used appropriate communication techniques to provide and elicit information from the client, confirm their understanding of the assessment requirements and communicate conclusions with them.	☐	☐
Assessor Declaration
By affixing my signature below, I am declaring that this document is a true and accurate record of the candidate’s performance.
Assessor Name:	Assessor’s Signature:
Date:

 

Project 2 Checklist

At the end of Project 2 you must have completed the following:

	Completed
1. Learning Program 1	☐
2. Learning Program Schedule and Competency Mapping	☐
3. Supplementary Task 1	☐
4. Learning Resources TAE40116 – Project2 – LearningResource1 TAE40116 – Project2 – LearningResource2 TAE40116 – Project2 – ContextLR1 TAE40116 – Project2 – ContextLR2	☐
5. Confirmation Session Audio Recording TAE40116 – Project2 – ConfirmationSession	☐

 

Project 3 – Evaluate Learning Program

Project Overview This project requires you to review the complete program with key stakeholders to find areas for improvement and make the adjustments as required. To ensure successful completion of this project, follow the steps below and complete the evaluation form provided on the following page. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ a computer ☐ templates provided in this Project ☐ a volunteer to play the role of your client

 

 

Step 1

To complete this Project, you will need one (1) volunteer to play the part of your key stakeholder. These may be the same volunteer that took part in the previous projects. Where possible, find a volunteer with a Certificate IV qualification in Training and Assessment. Write their name and contact information below.

Name	Contact Number	Email Address

 

Your volunteer must be briefed about the details of the completed learning program before proceeding with the task. You can provide them a copy of the Learning Plan, the Competency Map, Learning Program Schedule, and other relevant documents that will help you conduct the review of the learning program such as:

· units of competency

· training package

· LLN advice, and so on.

They must also be informed that your assessor may contact them for confirmation purposes.

You must submit an audio recording of your review of the learning program with your key stakeholder (volunteer) for assessment.

 

Review the program with your key stakeholder (volunteer). During your conversation, you must seek feedback on the learning support you included in the program. Once complete submit your audio recording using the filename:

 

TAE40116 – Project3 – Evaluation

 

 

 

Step 2

Review your completed learning program with your trainer/assessor by sending them an email here: taecorrespondence@inspireeducation.net.au

Send your trainer/assessor a copy of the Learning Program. Make sure to seek feedback on the learning support you have included in the program. Send a copy of your Learning Program, Learning Program Schedule and Competency Map along with your email.

To complete this part of the project you must post a screenshot of your assessor’s response here.

Guidance: In the picture placeholder, click on this icon to upload your screenshot.

 

Screenshot

 

 

 

 

Step 3

 

Adjust your Learning Program, if necessary.

Look at the feedback you received from your key stakeholders and determine if you need to adjust your Learning Program 1.

Do you need to make adjustments to your Learning Program 1? ☐ Yes ☐ No

 

If you do, revise your Learning Program 1 and submit this as:

 

TAE40116 – Project 3 – RevisedLP1

 

 

 

Project 3 Checklist

At the end of Project 3 you must have completed the following:

	Completed
1. Step 1	☐
2. Evaluation Session Audio Recording TAE40116 – Project3 – Evaluation	☐
3. Step 2	☐
4. Step 3	☐

 

 

Case Study 2 – Housekeeping Assistant Training

Case Study 2 provides you with a detailed scenario and all the information you will require to complete Project 4: Conduct a training needs analysis 2

 

SCENARIO   Best Jobs Incorporated (BJI) was very pleased with the training program you have created for their Catering Assistant participants, and has also approached Man Power Training Services (MPTS) to create the training program for their Housekeeping Assistant Group.   You’ve been assigned to create the said program for BJI. Your task is to design a plan that will provide participants the necessary qualifications to apply for an entry level position as housekeeping assistants.   BJI is looking to train eight (8) candidates in line with nationally recognised standards through a relevant certificate 1 qualification.   The overall training should take place over a six (6) month period.   In line with the previous requirement for the catering assistant program, the following units must be included in the course, and must be grouped together in one learning program:   SITXCCS001 Provide customer information and assistance   and   BSBWOR203 Work effectively with others   This will allow participants from the Catering Assistant Training Group join the sessions without having to take units only specific to the training for housekeeping assistants.   The training can be held at BJI’s training centre which has all the necessary resources to conduct the training and assessment.

Note the following candidate information: 1. Vicky Sheokeen Vicky is born and raised in India. He moved with his brother, Kapil to Australia to work as housekeeping assistants for a local hotel run by their uncle. Vicky still requires assistance in understanding written and spoken English.   2. Kapil Sachdeva Kapil is Vicky’s brother, and is also born and raised in India. They moved together to work as housekeeping assistants for local hotel run by their uncle. Like Vicky, Kapil also still requires assistance in understanding written and spoken English.   3. Juan Pedro Juan Pedro is a Filipino student in Australia looking for a part time job as a housekeeping assistant while completing his studies. English is his second language.   4. Jiyoon Jeong Jiyoon is born and raised in Korea. She has been staying in Australia for the past year as a full-time student, learning English as second language. Her English reading and writing skills are sufficient to complete the training; however, she still struggles a bit with her English listening and speaking skills and still requires an English dictionary handy. She wants to work as housekeeping assistant.   5. Eunji Park Eunji is born and raised in Korea but is attending her 3rd year in university in Australia. English is her second language. She is comfortable with reading and writing in English but sometimes has trouble when conversing with others. She will be taking a year off from school and wants to work as housekeeping assistant during this period.   6. Adam Martin Adam Martin just finished high school in Australia and is looking to work as a housekeeping assistant before pursuing higher education. He has not had any formal vocational training.   7. Stella Chapman Stella Chapman completed a couple of freshman units at a local university studying culinary arts before giving birth to her first child. She wants to work part time as a housekeeping assistant.   8. Betty Christopher Betty Christopher is a catering assistant and would like to expand her skills by completing the housekeeping assistant training too.

Other requirements of the client: · Must be based on a current certificate 1 qualification and current units · Must be based on qualifications for housekeeping assistants · Must also include the following unit:   SITXWHS001 Participate in safe work practices   · Must be in compliance with BJI’s Workplace Health and Safety Policy located here:   BJI Workplace Health and Safety Policy (Username: learner Password: studyhard) · Must reflect the results of the results of the LLN Assessments conducted by BJI and MPTS for the clients.

 

 

Names	Learning	Reading	Writing	Oral Communication	Numeracy
Vicky Sheokeen	2	1	1	2	2
Kapil Sachdeva	2	1	1	2	3
Juan Pedro	3	3	3	3	3
Jiyoon Jeong	4	2	2	3	2
Eunji Park	4	3	3	2	3
Adam Martin	4	3	3	3	3
Stella Chapman	3	3	3	3	3
Betty Cristopher	4	4	3	3	3

 

 

 

Project 4 – Training Needs Analysis 2

Project Overview This project requires you to conduct and record a Training Needs Analysis (TNA) on BJI’s training requirements described in the case study scenario provided. To ensure successful completion of this project, follow the steps provided below. To complete this project, you will need access to the following: ☐ audio recording equipment (phone, computer, etc.) ☐ templates provided in this Project ☐ a volunteer to play the role of your client

 

 

Task 1

Determine the Work Role LLN Requirements of the training. Using the job description and Work Role LLN Evaluation Form provided in the links below, determine the Work Role LLN levels required for the housekeeping assistant role.   Housekeeping Assistant Job Description (Username: learner Password: studyhard)   Note that you can remove the ACSF levels that are not appropriate for the training. For example, if you selected ACSF Level 2 for Reading, you can remove the fields for Reading ACSF Level 1, 3 – 5 from the template before submission. The same can be done for the other Foundation Skills. Once complete, save the Work Role LLN Evaluation Form as: TAE40116 – Project 4 – WorkRoleLLNForm Work Role LLN Evaluation Form (Username: learner Password: studyhard)

 

 

Assessment Workbook 1 Version No.2.0 Produced 15 June 2020

Page 2 © Compliant Learning Resources

Confirm the training and assessment needs with the client To complete this task, you will need a volunteer to play the role of your client. They must be briefed on the details of the assessment before you begin with the role-play. During your session with the client (volunteer) you must confirm the details outlined in the TNA draft. You must: Advise the client of the training package, qualification and/or accredited course selected to meet their training needs Advise the candidate of the elective units, skill sets or accredited modules selected for the program, and provide your reasons for selecting them. Your client (volunteer) must complete the TNA Participant Feedback Form. Before beginning your session with the client (volunteer) you must brief them on the details of the session. You must also provide them with the candidate instructions and Participant Feedback Form, which can be accessed through this link:   Project Brief and Participant Feedback Form (Username: learner Password: studyhard) You must review the Participant Feedback Form before completing the task to get an idea of what you must do during the session. After completing the task, you must sign the ‘Document Created By’ field as a trainer/assessor from MPTS, while your client (volunteer) must sign the ‘Approved By’ field as a representative of Best Jobs Incorporated. Note that both signatures must be hand signed, print off the page that requires your signatures and scan them for submission.   Note, that during this activity, you will also be assessed for your oral communication skills. You must demonstrate the following during your session with the client (volunteer): · active listening, · adequate comprehension, · appropriate use of grammar, vocabulary, and pronunciation · using language appropriate to the audience, and · using language that demonstrates cultural sensitivity and builds and maintains understanding and rapport with the client

Save the candidate’s (volunteer’s) completed Participant Feedback Form using the filename: Project 4 -TNAFeedbackForm

 

TNA Participant Feedback Form
Legend: For each statement select, Y – Yes, if the candidate met the assessment criteria below. N – No, if the candidate did not meet the assessment criteria below Once completed, sign and date the Declaration section at the end of the form. Note that you must include your contact details, the assessor may contact you to confirm your responses.
Assessment Criteria	Y	N
1. Did the candidate clearly identify your characteristics?	☐	☐
2. Did the candidate confirm your training needs?	☐	☐
3. Did the candidate use simple and understandable language when providing you information?	☐	☐
4. Did the candidate use simple and understandable language when asking you questions, asking for your opinions or confirming your understanding during the session?	☐	☐
5. Did the candidate use simple and clear language when confirming your understanding of the training requirements during the session?	☐	☐
6. Did the candidate confirm their plans and required outcomes of the training with you?	☐	☐
7. Did the candidate successfully source information relevant to your training needs?	☐	☐
8. Did the candidate successfully analyse and interpret information that was relevant to your needs?	☐	☐
9. Did the candidate was able to demonstrate the following during your conversation · active listening · adequate comprehension · appropriate use of grammar, vocabulary and pronunciation when asking for information or coming to conclusions about your needs?	☐	☐
10. Did the candidate use language that demonstrated cultural sensitivity and helped build understanding between you?	☐	☐
11. Did the candidate identify and respond to problems and opportunities for improvement during their session with you and considered different approaches to solve them?	☐	☐
Declaration
By affixing my signature below, I am declaring that this document is a true and accurate record of the candidate’s performance. I declare that the name and contact information I state below are my own (not the name assigned to me during the role-play session).
Client’s Name:	Client’s Signature:
Contact Details:
Date:

 

Task 2

Draft your Training Needs Analysis This project requires you to conduct and document a Training Needs Analysis (TNA) of the training requirements described in the case study scenario provided. Draft your TNA using the template provided below. Remember consider MPTS’s quality assurance policies and procedures when completing your TNA. These were provided for you in the Case Study. Training Needs Analysis Template 2 (Username: learner Password: studyhard)   1. Identify and source the training package, qualification and/or accredited course that will satisfy your client’s needs.   2. Read and interpret the qualification framework and packaging rules of the qualification.   3. Determine and review the following: · licensing requirements · prerequisites applicable to the training · suitable electives that meet your client’s needs and job roles   4. Select a skill set, individual unit, or accredited module. Read, analyse, and interpret the unit or accredited module to determine if it meets the client’s needs.   5. Read and interpret the assessment information of the chosen training package or accredited course.   6. Once complete, save your TNA Draft.

 

Project 4 Checklist

At the end of Project 4 you should have completed the following:

	Completed
1. Work Role LLN Evaluation Form TAE40116 – Project 4 – WorkRoleLLNForm	☐
2. Training Needs Analysis Template 2 Project 4 – TNA2	☐
3. Participant Feedback Form Project 4 -TNAFeedbackForm	☐

 

 

Case Study 3 – Cascade Peak Training Institute

Case Study 3 provides you with a detailed scenario and all the information you will require to complete Project 5: Design and Develop Learning Program 2

 

SCENARIO   Cascade Peak Performance Training Institute (CPPTI)   You are working as a Trainer and Assessor for Cascade Peak Performance Training Institute. The manager from Adventure Events Marketing (AEM) has contacted you and asked you to develop a learning program for the unit BSBCMM401 Make a Presentation for eight (8) of their staff. They want to ensure that their staff take a standard and consistent approach to preparing presentations.   Your brief is to contextualise the unit specific to the needs of the client: · Presentation strategies commonly used at work: · Oral presentation · Demonstration · Standard presentation formats used at work: · PowerPoint · Storyboards · Preferred visual aids by clients: · Diagrams, charts and posters · Whiteboard   You must also consult the contextualisation guidelines for the BSB Training Package, which you can access here:   BSB Implementation Guidelines (Click on the link and refer to the latest release of the Implementation Guide)   AEM manager Neville Swanson has also provided the following information on the target participants: 1. Henry Lock · Worked 5 years at AEM and has been in sales for 2 months. · Works well independently and enjoys working with new clients. 2. Joanne Bontley · Employed in the contact centre for 2 years starting as a consultant and recently transferred to the Training team. 3. Sei Leong · Just arrived from Hong Kong to join AEM Marketing Team with extensive experience in event sales and management. · English is her second language.

4. Jerry Hiva · Sales Supervisor in AEM’s contact centre for 1 year and would like to develop within the organisation to become the contact centre manager. 5. Tom Crockett · Worked 2 years at AEM and has been in sales for 2 months. · Works well independently and enjoys working with new clients. 6. Abigail Ciscar · Recently promoted as an operations manager in the contact centre. 7. Minh Liu · A visiting intern from Vietnam and is on her second of a three-year internship program · English is her second language. 8. Sam Yang · A visiting intern from Vietnam and is on her second of a three-year internship program · English is his second language.   Neville also advised that AEM’s specialist LLN practitioner has appraised the unit and has provided this tool outlining the required Core Skill levels for the unit:   ACSF Level Unit/element Learning Reading Writing Oral Numeracy   BSBCMM401   4.01 4.02 4.03 4.04 4.05 4.06 4.07 4.08 3.09 3.10     Some things you need to know to complete this task are: · AEM has a documented Workplace Health and Safety Policy located here: AEM Workplace Health and Safety Policy (Username: learner Password: studyhard)   · The training must be conducted in a 2-day workshop with the assessment tasks to be built into the workshop.   · AEM does not currently have any existing learning program resources you can use for this training.       · The Work Role LLN Evaluation fields in this learning program can be left empty as the participants are a mixed group with different work roles. When determining the Core Skills Level of the Training, follow the Core Skill Levels of the Unit.   · BJI has already conducted LLN Evaluations of the candidates the results are provided for you below.

 

 

Learner Names	Learning	Reading	Writing	Oral Communication	Numeracy
Henry Lock	4	4	4	4	4
Joanne Bontley	3	4	4	4	3
Sei Leong	3	4	4	4	4
Jerry Hiva	4	4	4	4	4
Tom Crockett	2	4	4	4	3
Abigail Ciscar	3	4	4	4	4
Minh Liu	4	4	4	4	4
Sam Yang	4	4	4	4	4

 

 

 

Project 5 – Design and Develop Learning Program 2

Project Overview Project 5 requires you to develop a learning program for a group-based delivery that meets the needs of your organisation or client as described in the case study provided, based on the unit:   BSBCMM401 Make a presentation   The learning program must be designed for the group of candidates identified in the case study. The learning program must be comprehensive enough to allow your assessor to see your ability to ‘chunk’ program content and sequence these ‘chunks’ to ensure a safe, effective learning progression. To complete this project, you will need access to the following: ☐ templates provided in this Project

 

 

 

Task 1

Steps to take: Use the Learning Program Plan Template provided on the following page to document your completion of the following steps:   1. Investigate the unit of competency and break the learning content into manageable segments, and document the timeframe for each segment. Document your completion of this by preparing the Learning Program Schedule. 2. Ensure that all unit requirements are addressed by the Learning Program and Learning Program Schedule by completing the Competency Mapping Template provided on the following pages.   3. Note that you must contextualise the unit of competency to the specifications of the training. Remember to use the information from the client and contextualisation advice from the training package developer, both are provided for you in Case Study 3.

 

 

Learning Program 2

Plan your learning program using the learning program template below. You may download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub. Guidance notes are provided within the template for your reference:

Learning Program
Client Training Requirements
Client Name
Contact Details	Contact Number
	Email Address
Purpose of Program
Duration of Program (weeks)
Number of Participants
Target Learner Overview and Characteristics List all the learner characteristics of the group. Be as detailed as possible.
Training Specifications
Program Title
Code and Title of Unit of Competency
Licencing Requirements
Pre-requisites
Training Venue
Delivery Mode/s
Units of Competency
Unit Code	Unit Title	Core/Elective
		Choose an item
Other Specification/s Included in the Training
Identify any specifications that will be included in the training, you can note how the training will be contextualised here. Note that when contextualising the training consider the information provided to you by the client and consider any contextualisation advice produced by the training package developer.
Learner Additional Support Needs
List any additional support needs learners might need for their training (e.g. Does the learner have a disability that might require reasonable adjustment during training/assessment?).
Learner Name	Remarks
Learner LLN Analysis
Learner Names	Learning	Reading	Writing	Oral Communication	Numeracy
Henry Lock
Joanne Bontley
Sei Leong
Jerry Hiva
Tom Crockett
Abigail Ciscar
Minh Liu
Sam Yang
Overall Learner Group Core Skills
Training LLN Analysis
Guidance: From your investigation into the content of the two units, suggest the core skill level requirements of the training. You may access the ACSF document to help in your determination of this. It can be found at   https://docs.employment.gov.au/system/files/doc/other/acsf_document_01-05-2019.docx
	Learning	Reading	Writing	Oral Communication	Numeracy
Core Skill Levels of Work Role
Overall Core Skill Levels of Units
Overall Core Skill Levels of the Training
LLN Support Required
If the learners require any LLN support list them here. Include details, if available, of any referrals to specialists made.
Learner Name	Support Required (resources, specialist consultation, etc.)
Resources and Equipment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Resources/ Equipment Available	Source
List here the resources that are already available for the training.
Resources/ Equipment Available	Source
List here the resources that are not currently available and will need to be acquired for the training.
WHS Requirements of the Training Environment
Identify all the resources and equipment learners will need, to complete the training. Identify where the resources/equipment will be sourced (e.g. purchased online, available in training venue, etc.)
Guidance: You visited the training venue provided by the client and took the following photos for your records. In the table below, record identified hazards and potential risks, and provide a risk control plan. You must identify at least three (3) training hazards based on the photo below.
Risk Control Plan
You can identify the Likelihood of Incident as either, Almost certain Likely Possible Unlikely Rare For more information on these likelihood definitions please refer to the Incident Reporting Risk Matrix published by The University of Melbourne here Incident Reporting Risk Matrix
Training Hazards	Likelihood of Incident	Possible Severity of Incident	Risk Control Plan
Training and Assessment Staff Details
Name	Role	Qualifications Held
	Trainer ☐ Assessor ☐ Support Staff ☐
	Trainer ☐ Assessor ☐ Support Staff ☐
Document Created By
Name	Position	Organisation	Signature	Date
Approved By
Name	Position	Organisation	Signature	Date

 

Learning Program Schedule & Competency Mapping

A template is provided for you on the following page. You may use this template to create a schedule incorporating all the subject matter content from the unit of competency. You may download the template in Project file folder from the TAE40116 Design Cluster page in the Inspire Hub.

Guidance:

To ensure successful completion of this task, the Learning Program schedule you design must:

· Demonstrate the learning content broken into manageable segments, with allotted timeframes for each segment

· Demonstrate compliance to the agreed design options as outlined in the Learning Program

 

 

For your reference, below is an example of how to fill in the fields in the template:

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session.
Program Timeframe	Date From:		Date To:
Duration (hrs)	1200 hours
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method
1	9:30 – 10:30	Introduction to Food Preparation   The learner should, by the end of this session, be able to confirm food preparation requirements, identify the appropriate knives to use for specific tasks, prepare food items using knives, and confirm the cleanliness of equipment before use.	Learner will be guided through the process of confirming food prep requirements, identifying the appropriate knives to use for specific tasks, preparing food items using knives, and confirming the cleanliness of equipment before use.	Food prep demonstration using knives	Handouts	Knife set	Guided facilitation

 

 

 

Learning Program Schedule
To fill complete this schedule specify the date from which the program will start to its end date. Specify how long the training will last in hours and include a brief content summary of the training for each session. Include all planned learning activities, resources, equipment and learning outcomes for each session. The first row has been completed as guidance.
Program Timeframe	Date From:		Date To:
Duration (hrs)
Session Schedule and Resources Required
Session No.	Time	Session Name & Learning Outcome/s	Content Summary	Learning Activities	Learning Resources	Equipment	Delivery Method

 

 

 

Mapping: TAEDES401 PE1 (p)

Complete the Competency Map template provided below for BSBCMM401. Check the boxes corresponding to the sessions in your Learning Program Schedule that will address each unit requirement. For example, if PC1.1, will be covered in Sessions 1 and 2, tick the boxes corresponding to Sessions 1 and 2. ALL requirements must be addressed in the competency map.

The first rows of each template have been filled in as guidance.

 

Session – Competency Mapping

To complete this mapping tool, fill in the missing details below. Specify the Element or Performance Criteria to be discussed for a session/s. The first two rows have been filled for guidance.

Unit Code

Element / Performance Criteria

Session

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Assessment Requirements
Legend: PE = Performance Evidence; KE = Knowledge Evidence; PC = Performance Conditions
The first row has been filled in for guidance. You can access the IBSA Assessment methods and tools appendix here, for further guidance.
Unit Code	PE	KE	PC	Assessment Methods	Location	Assessment Tools	Assessment Resources (equipment, etc.)
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Supplementary Task 1 – Compare Training Packages

1. Compare the current BSB Training Package to its superseded version on training.gov.au. Identify at least three (3) changes that have been made to the Training Package. List these changes below.

 

 

 

 

2. Look at BSBCMM401 and compare it to its superseded equivalent. Identify at least three (3) changes that have been made to the unit of competency. List these changes below.

 

 

 

 

3. After comparing the current and superseded units, determine if you need to make changes to the Learning Program you have developed for this unit of competency. Tick the correct box below.

Do you need to make changes to the Learning Program you have developed? ☐ Yes ☐ No

If you selected yes, submit your rectified Learning Program as:

Project 5 – LPv2.0

You can access a copy of the Learning Program Template here:

Learning Program Template

(Username: learner Password: studyhard)

 

 

Supplementary Knowledge Questions

1. List two (2) examples of critical LLN skills essential to workplace performance in the Marketing industry. Complete the table below: Guidance: · In the “LLN Skill” column, write “L” for Learning, “R” for Reading, “O” for Oral Communication, “W” for Writing, and “N” for Numeracy. · In the “Details” column, write specific tasks demonstrating the skills · In the “Workplace Application” column, explain how the skill relates to the workplace

LLN Skill Details Workplace Application

 

 

2. List two (2) examples of cultural sensitivities and two (2) examples of social sensitivities relevant to communicating with individuals who are identified as requiring LLN support:

2.1 Cultural sensitivities i. ii. 2.2 Social sensitivities i. ii.

 

 

 

3. Explain two examples of techniques you use for evaluating your own training and assessment practice

3.1 Technique 1:     3.2 Technique 2:

 

 

4. Identify possible sources of resources, strategies and LLN support in your own organisation. In the spaces provided below the possible internal sources of LLN resources, strategies and LLN support in your organisation. You must identify two (2) of each and include any procedures you must follow when accessing them.

 

LLN Resources
Source:
Procedures:
Source:
Procedures:

 

 

Learning Strategies
Source:
Procedures:
Source:
Procedures:

 

 

LLN Support
Source:
Procedures:
Source:
Procedures:

 

Project 5 Checklist

At the end of Project 5 you should have completed the following:

	Completed
1. Learning Program 2	☐
2. Learning Program Schedule and Competency Mapping	☐
3. Supplementary Task 1	☐
4. Supplementary Knowledge Questions	☐

 

Workbook Checklist

When you have completed assessing the assessment workbook, review the candidate’s submission against the checklist below: |_| The candidate has completed all the assessments in the workbook and has submitted all of the required evidence: |_| Knowledge Assessment |_| Case Studies |_| Case Study 1 – Catering Assistant Training |_| Project 1 – Conduct training needs analysis 1 |_| Project 2 – Design and develop learning plan 1 |_| Project 3 – Evaluate Learning Program |_| Case Study 2 – Housekeeping Assistant Training |_| Project 4 – Conduct training needs analysis 2 |_| Case Study 3 – Cascade Peak Performance Training Institute |_| Project 5 – Design and develop learning plan 2     IMPORTANT REMINDER Candidates must achieve a satisfactory result to ALL assessment tasks to be awarded COMPETENT for the units relevant to this cluster.   To award the candidate competent in the units relevant to this subject, the candidate must successfully complete all the requirements listed above according to the prescribed benchmarks.